In the social sciences, inquiry into the relationship between storytelling and politics is based on a notion of historical continuity. One problem is the possible trap of inevitability inherent in this notion--that something which happened "had to happen". Hannah Arendt's conception of political theory as storytelling overcomes this trap,…

After being told in an end-of-year job review that performances are not considered valuable research outcomes, the author argues in this essay that performance matters. This essay makes a case for recognizing performance ethnographies as research, pedagogy, and active service and concludes with guidelines for performance ethnographers who are…

Reviews research on teaching and makes an appeal for involving classroom teachers as field workers and partners in applied pedagogical research. Covers difficulties involved with such an approach, the need for replication, teacher training and the problem of generalization. (JDH)

Describes aspects of participatory action research and considers advantages of using participatory action research in research by disabilities and rehabilitation researchers. Notes that participatory action research can be built into any rehabilitation research design but that it rests upon the recognition of persons with disabilities as integral…

This article explores methodological issues arising from a research project that involved six people with learning difficulties in researching aspects of their own lives. These included how participants were included in data analysis and the researcher's role. It stresses the importance of the researcher listening to participants, taking time to…

The author encourages colleagues to engage in action and classroom research as part of teaching. (CNP)

Argues that, when teachers begin to answer their own questions through research, and as they encourage their students to do the same, both groups benefit. Outlines issues involved, such as reading, experimental designs, sharing ideas with colleagues, qualitative research, action research, quantitative research, collaborating, and the research…

This paper describes collegial model approaches to the interactions between rehabilitation researchers and individuals with disabilities or their family members. The approaches, called participatory research and participatory action research, grew out of a 1989 conference sponsored by the National Institute on Disability and Rehabilitation…

This paper, a result of a series of meetings of researchers, discusses critical issues related to the conduct of high-quality intervention research in special education using experimental and quasi-experimental designs that compare outcomes for different groups of students. It stresses the need to balance design components that satisfy laboratory…

Dissemination of educational knowledge to practitioners can best be improved by creating contexts in which practitioners are able to participate in the research and in the interpretation of the knowledge gained through the research. It is noted that the distinctions between researchers and practitioners are beginning to break down, largely as a…

Examines issues related to designing and conducting randomized studies of speech/language treatment effects (clinical trials) in the public school setting and provides suggestions regarding how such studies can be effectively organized and implemented in schools by clinicians. The work of the Communication Sciences and Disorders Research Group in…

Argues that grounded theory, an explicit approach to the analysis of qualitative data, is ideal for applied settings and can be adapted to the limited, sporadic opportunities available to faculty and faculty developers who focus on classroom interaction and social relations. Introduces key features and techniques of this approach. (JB)

The role of the teacher as researcher is related to key themes in the literature on action research. Current issues facing teachers involved in research into their own practice are highlighted. The pressure of accountability placed on teachers is discussed in the context of teacher research. (IAH)

Reflects on one person's efforts to develop a collaborative action research methodology for evaluating professional development. Focuses on the development of an inside methodology for teachers. Sets out a range of issues and identifies some tentative principles of procedure. (CFR)

Reviews key ideas of action research in the past 15 years, particularly those of John Elliott. Describes and comments on the main characteristics of action research. Focuses on methodological and epistemological issues related to its practice. (CFR)